OFFICE OF FIELD SERVICE - OUR MISSION

ACCELERATE STUDENT ACHIEVEMENT THROUGH SCHOOL IMPROVEMENT BY WORKING AS

PARTNERS TO MAXIMIZE THE ALLOWABLE USE OF SUPPLEMENTARY RESOURCES.

Statewide Professional Development Initiative

Your partners in this learning experience are…

Dr. Shereen Tabrizi Manager of the Special Population Unit (OFS)

Oralia Cooper ELL Consultant

Dr. Jennifer Fontenot Author, Educator & Literacy Consultant

Nadra Shami Coach – SIOP & BEW

Dennis TerdySIOP Trainer

Center for Applied Linguistics Great Lake East

American Institutes for ResearchISDs

Statewide Professional Development Initiative

Includes

1. Sheltered Instruction Observation Protocol (SIOP)

2. Blueprint for Exceptional Writing (BEW)

Purpose – To accelerate student achievement

ELL Statewide Writing MEAP Results

2008 Writing Grade 8: ELL 52% Non-ELL 75% FLEP 79%

2008-2009

ELL Statewide MEAP Results

Reading Grade 8: ELL 62% Non-ELL 84% FLEP 93%Math Grade 8: ELL 50% Non-ELL 71% FLEP 86%

Results for 2009

Creating a Community of Learners

Creating a Community of LearnersAdministrative Role

• Support at local & ISD Levels

• Common time for collaboration & growth

• Include SIOP & BEW in school improvement process

Follow-up Learning Opportunities

• Reflection

• New Strategies

• Assessment for learning

Systematic Job Embedded Professional Development

• Coaching Model

• Walk through as a team for reflection & sustainability

• Continuous examination of data on improvement

• Parent Partners

SIOP® Model TOT Workshop Participant Outcomes

R E C E I V E A N I N - D E P T H I N T R O D U C T I O N T O T H E S I O P ® M O D E L , T H E R E SE A R C H B E H I N D S I O P, A N D I T S C O N T E N T .

E N G A G E I N P R A C T I C E W I T H T H E E I G H T ( 8 ) C O M P O N E N T S A N D T H I RT Y ( 3 0 ) F E AT U R E S O F T H E S I O P ® M O D E L .

DI SCU SS SOU R CES OF LAN GUAGE OBJECTI VES, I SSU ES I N SECON D LAN GUAGE ACQU I SI T I ON, AN D I MPLEMEN TATI ON

STR ATEGI ES FOR SHELTER ED I N STR U CTI ON.

C O - FA C I L I TAT E O R A SSI S T I N D E L I V E R I N G A F O U R - D AY S I O P ® M O D E L P R O F E SS I O N A L D E V E L O P M E N T W O R K SH O P

S E R I E S U SI N G C A L P O W E R P O I N T SL I D E S A N D S U P P O RT I N G M AT E R I A L S T O M I C H I G A N E D U C AT O R S A S PA RT O F T H E

M I C H I G A N D E PA RT M E N T O F E D U C AT I O N I N I T I AT I V E .

SIOP Model: The Research

1. THE EFFECTS OF SHELTERED INSTRUCTION ON THE ACHIEVEMENT OF LEP STUDENTS

A seven year research study (1996-2003), funded by the US ED, Quasi-experimental design

2. ACADEMIC LITERACY THROUGH SHELTERED INSTRUCTION FOR SECONDARY ELLS: THE

SIOP MODEL A two year research study (2004-2006), funded by the Carnegie

Corporation of New York & the Rockefeller Foundation, Quasi-experimental

3. THE IMPACT OF THE SIOP MODEL ON MIDDLE SCHOOL SCIENCE AND LANGUAGE LEARNING

A Multi-phase study began in 2005, funded by the US Dept. of Education, Small cluster-randomized trial with randomization at the school level

SIOP Participant Expectations

FULL ATTENDANCE OF SIOP TRAIN THE TRAINER SESSIONS

PROVIDE AT LEAST FOUR REGIONAL SIOP WORKSHOPS TO MICHIGAN EDUCATORS AS PART OF THE MICHIGAN DEPARTMENT OF EDUCATION

SIOP INITIATIVE

REPRESENT ONESELF AS AN ELL EDUCATOR WHO HAS BEEN TRAINED BY THE CENTER FOR

APPLIED LINGUISTICS, SUBCONTRACTOR OF GLECC

REFRAIN FROM PROVIDING SIOP PROFESSIONAL DEVELOPMENT COMMERCIALLY,

FOR ANY COMPENSATION, OR IN ANY OTHER MANNER NOT EXPLICITLY AUTHORIZED IN

WRITING.

SIOP Participant Expectations

RECEIVE CAL SIOP MATERIALS

DUPLICATE AND DISTRIBUTE SIOP MATERIALS AS PERMITTED BY THE CAL

AND THE SIOP MANUAL

MAINTAIN THE INTEGRITY OF SIOP MATERIALS

UTILIZE CAL SIOP PROFESSIONAL DEVELOPMENT

CORE SLIDES ONLY DURING SIOP PROFESSIONAL

DEVELOPMENT WORKSHOPS CONDUCTED ON BEHALF OF

MDE

SIOP

BEW

Success

for ELLs

Sheltered Instructional Observational Protocol

&Blueprint for Exceptional Writing

BEW is a set of research-based, clear diff erential teaching strategies that can help ELL students, think, plan, organize and then write profi cient selections.

BEW compliments any writing curriculum or teaching strategies that you’re currently using.

BEW provides a Master Plan that scaff olds the teaching of writ ing for ELLs in grades K-12 covering every genre.

So, what is Blueprint for Exceptional Writing?

It’s the piece that finishes the puzzle for teaching ELLs narrative and informational writing.

We have SIOP. Why do we need BEW?

BEWPhase I

Authentic Vocabular

y

Phase IIPrewriting

Phase III Writing

Phase IVAuthentic Editing

Phase V Publishing

The Master Plan

Research Investigation One – 2006 Eastern Michigan University Approved 2006

The improvement for General Ed students taught using BEW was more than double the improvement achieved by the Process Writing (PW) strategies: 11.48 points vs. 5.67.

The improvement for Special Needs/ELL students using BEW strategies was more than 12 times the change achieved by the PW strategies: 12.38 points vs. 0.76.

These results were tested statistically and were found to be highly significant in both cases. Student scores were a assessed with the WIAT .

BEW PW0

2

4

6

8

10

12

14

Special Needs/At-Risk/ELLsGeneral Education

Research Investigation Two – 2008 Lincoln Consolidated Schools Summer School Data

It is important to note that the majority of students in the summer program were at-risk students.

The BEW strategies proved highly effective in improving test scores for all grade clusters in the short-duration summer school program. The improvement was 66% for grades 1-2, 116% for grades 3-5 and 80% for grades 6-8.

The results were statistically tested and found to be highly significant in all cases. Scored with the state standardized MEAP rubric with a teacher-created prompt.

Grade 1-2 Grade 3-5 Grade 6-80

5

10

15

20

25

30

35

Pre-testPosttest

Research Investigation Three – 2009 International Reading Association Grant Data

The group of students taught using the BEW Blueprint Graphic Organizer improved by a factor of 286% whereas the students taught using the Standard Approach improved by a factor of only 16%.

All results were tested statistically and found to be highly significant. Student samples were scored with the state scoring rubric with a teacher-created writing prompt.

These results were achieved using only one of the many BEW strategies.

Pre-test Posttest0

1

2

3

4

5

6

7

8

9

Standard ApproachGraphic Organizer

Research Investigation Four – 2010 Dearborn Public School’s Summer School Data

Students in all three test clusters showed a substantial gain after applying the BEW strategies: 25.7% for grades K-2, 23.4% for ELLs in grades K-2 and 29.1% for grades 3-5.

These results were tested statistically and found to be highly significant in all cases. Students were scored with a district-designed 6 Traits Rubric including a BEW Organizational component.

The results were achieved in a short 5-week summer program where the majority of students were special needs/at-risk/ELLs.

Grade K-2 Grade K-2 ELLs Grade 3-50

2

4

6

8

10

12

14

16

18

Pre-testPosttest

Robert Marzano Kame'enui & Carnine

Aligned with Best Practices for sure!

Michigan GLCE'sCommon Core

Standards

Is BEW Aligned with the GLCE’s & Common Core Standards?

BEW Workshop Goals & OutcomesDay One Narrative Genres (April)

Content Goal #1Workshop participants will be able to identify, analyze and apply the features of the 5-Phase Process Writing Framework of Blueprint for Exceptional Writing to classroom instructional practices for ELL students within narrative genres.Workshop Outcome #1Workshop participants will be able to write a BEW 5-Phase lesson plan for narrative genres.

Content Goal #2Workshop participants will be able to analyze and apply strategies for combining SIOP and BEW instructional practices.Workshop Outcome #2Workshop participants will be able to write mini-lessons for narrative genres.

Content Goal #3Workshop participants will be able to differentiate between the characteristics and text structures of different narrative genres. Workshop Outcome #3Workshop participants will be able read an discuss the text structures and genre organization for all narrative genres.

Content Goal #4Workshop participants will be to adapt a student-friendly narrative assessment rubric.Workshop Outcome #4 Workshop participants will be able to write and then assess student writing selections using a student-friendly narrative rubric.

BEW Workshop Goals & OutcomesDay Two Informational Genres (May)

Content Goal #1Workshop participants will be able to identify, analyze and apply the features of the 5-Phase Process Writing Framework of Blueprint for Exceptional Writing to classroom instructional practices for ELL students within informational genres.Workshop Outcome #1Workshop participants will be able to write a BEW 5-Phase lesson plan for informational genres.

Content Goal #2Workshop participants will be able to analyze how an informational concept can be connected to students’ experiences. Workshop Outcome #2Workshop participants will be able to write and discuss ways to build on students’ prior experiences within the informational genres. .

Content Goal #3Workshop participants will be able to differentiate and analyze the differences between narrative and informational text structures. Workshop Outcome #3Workshop participants will be able discuss and write six different informational text structures within given genres.

Content Goal #4Workshop participants will be to adapt a student-friendly informational assessment rubric.Workshop Outcome #4Workshop participants will be able to write and then assess student writing selections using a student-friendly narrative rubric

PARTICIPANTS PAY NO WORKSHOP FEE, EXCEPT FOR THE COST OF MEALS (APPROX. $100)

PARTICIPANTS MUST ATTEND ALL 3 DAYS (SIOP PLUS WRITING) DURING EACH OF APRIL AND MAY TRAINING SESSIONS

PARTICIPANTS MUST APPLY THEIR NEW SKILLS WITH STUDENTS AND SHARE THEIR EXPERIENCES WITH COLLEAGUES

PARTICIPANTS MUST COMMIT TO ATTENDING SUBSEQUENT WEBINARS AND FOLLOW UP WORKSHOPS AND SHARE NEW INFORMATION WITH COLLEAGUESIMPLEMENT SIOP AND BLUEPRINT FOR EXCEPTIONAL WRITING WITH FIDELITY.

Requirements for BEW/SIOP Workshop

Attendance

TRAINERS WILL INSURE TEACHING OF BEW WITH FIDELITY

TRAINERS WILL USE FORMATIVE AND SUMMATIVE ASSESSMENT TOOLS TO DRIVE INSTRUCTION

TRAINERS WILL BE ABLE TO DUPLICATE ALL BEW INSTRUCTIONAL POWER POINT PRESENTATIONS FOR INSTRUCTIONAL PURPOSES

AN EVALUATION WILL BE COMPLETED BY TRAINERS

Specific Trainer Requirements

Training Dates For Cohort 3

APRIL 6 -7 SIOP; APRIL 8 BLUEPRINT FOR EXCEPTIONAL WRITING (BEW)MAY 18-19 SIOP; MAY 20 BEW

FOLLOW UP REGIONAL WORKSHOP DATES ARE: JUNE 20-23 , AUGUST 8 -11 , AND

AUGUST 15-18 . LOCATION TBDFOLLOW UP LOCAL WORKSHOP DATES ARE

FLEXIBLE AND BASED ON TOT AVAILABILITY.

Question/Answer